The document discusses models of teaching and their components. It states that models of teaching are plans or patterns that can be used to guide instruction and improve teaching effectiveness. The key components of models of teaching include their focus, syntax, social system, principles of reaction, and support system. Models of teaching suggest how teaching and learning conditions are interrelated and can eventually help develop empirically supported theories of teaching.

4. • “Models are mainly representations copies or images of real object. They can be
used to represent objectives, systems, concept of ideas”.( Harry Dhand-1991)
• “Models refer to a set of basic assumptions that outline the universe of scientific
inquiry specifying both the concepts regarded as legitimate and the methods to be
used in collecting and interpreting data”. (Bhatacharaya-1993)
• “The model is pattern of something to be made or reproduced. It is a mean of
transferring a relationship or a process from its actual setting to another one in
which its can be applied more conveniently and effectively”. ( Mujeeb-ul-Hasan
Siddique-1991)

5. “ Teaching means many different things; and that the teaching act
varies from person to person and from situation to situation.”

6. • “Teaching is the art of assisting another person to learn. It includes
provision of information about appropriate situation, conditions or
activities designed to facilitate learning” (English&English-1958).
• “Teaching is an interaction between teacher and student, under the
teacher’s responsibility in order to bring about expected change in
student’s behaviour”.
• “Teaching is an activity which is designed and performed for multiple
objectives, in term of changes in pupil’s behaviour”. (Mujeeb-ul-Hasan Siddiqi-1991).

7. • “Teaching is a art of assisting another person to learn. It includes provision of
information about appropriate situation, conditions or activities designed to
facilitate learning”. (English&English-1958)
• “Teaching is an interaction between teacher and student, under the teacher’s
responsibility in order to bring about expected change in student’s behaviours”.
• “Teaching is an activity which is designed and performed for multiple objectives,
in term of changes in pupil’s behaviour”. (Mujeeb-ul-Hasan Siddiqi-1991)

8. • “Model of teaching can be defined as an instructional design, which
describes the process of specifying and producing particular
environmental situation which cause the students to interact in such a way
that a specific change occurs in the behaviour”.(S.S. Chohan-1989)
• “Model of teaching is plan or pattern that can be used to shape curricula,
to design instructional material and to guide instructions in the classroom
an other settings. The most important aim of any model of teaching is to
improve the instructional effectiveness in an interactive atmosphere and to
improve or shape the curriculum”.(Mujeeb-ul-Hasan-1991)

9. To produce effective teaching

10. MODELS OF TEACHING
SOCIAL
INFORMATION PROCESS
PERSONAL
BEHAVIOUR

11. All good model of teaching have some common identifiable characteristics
which are described as follows:
• Scientific procedure
• Specification of learning outcomes
• Specification of environment
• Criterion of performance
• Specification of operations

12. • Scientific procedure:
A model of teaching is not a haphazard combination of facts but
on the other hand it is a systematic procedure to modify the
behaviours of the learners.
• Specification of learning outcomes:
All models of teachings specify the learning outcomes in detail
on observable students performance and what the students will
perform after completing an instructional sequence.

13. • Specification of environmental:
This means that every model of teaching specifies indefinite terms the
environmental conditions under which a student’s response should be
observed.
• Criterion of performance:
A model of specifies the criterion of acceptable performance which is
expected from the students. A model of teaching delineates the
behavioural outcomes which the learners would demonstrate after
completing specific instructional sequence.

15. • Help in bringing about desirable changes in the behaviour of learners
• Help in achieving desirable teacher-pupil interaction during teaching
• Help in the construction of a curriculum or content of a course
• Useful to develop social efficiency, personal abilities, cognitive abilities and
behavioural aspects of the student
• Help in designing appropriate educational activities
• Help in guiding the teacher to select appropriate teaching techniques, strategies and
methods
• Help in the formation of a theory of teaching

17. • Four major components are included in all teaching models.
• Each of these components will vary with the models
• The five major components are;
1) Focus
2) Syntax
3) Social system
4) Principles of reaction
5) Support system

18. • Focus
Central aspect of a model
It includes the objectives of teaching and aspects of the environment
• Syntax
The sequence of steps involved in the organization of the complete programme
of teaching
The phases involved in the different models will differ
• Social system
The relationship between the teacher and the learners as well as the role played
by each in the activities that take place

19. • Principles of reaction
The nature of reaction expected from the teacher to every pupil activity
It give guidance to the teacher as to how he is expected to react to each activity
of the learners, to suit the characteristics of the model selected
• Support system
Additional requirements other than the usual human skills or capacities of the
teacher
The facilities usually available in the classroom
A description of this support system in advance will help the teacher ensure that
he can apply the model successfully.

20. Two effects can gained through the practise of a model
 Instructional effect
 Nurturant effect

21. • Instructional effect
Direct effects
Effects of a lesson as purposefully envisaged by the teacher
• Nurturant effects
Indirect effects
Effects that might happen as a by-product

24. • The best substitute for a theory of teaching is a model of teaching.
Teaching models merely suggest how various teaching and learning
conditions are interrelated. In many fields models are prototypes of
theories because they make possible our early conceptualization and study
of phenomena. Unlike theories, in their early state of development models
lack factual support. Eventually useful models give way to empirically
supported theories.

25. Basic Teaching Model- Robert Glaser’s
Model of School Learning
• A Basic Teaching Model
• Robert Glaser (1962) has developed a stripped-down teaching model
which, with modifications, is the basic teaching model. The basic teaching
model divides the teaching process into four components or parts. It will
be useful in several ways. It helps to organize the great body of facts,
concepts and principles which makes up

27. 2. Herbart: Formal Steps in Teaching

28. Structure of a Basic Lesson for 45 minutes class

29. 3. Flanders Interaction Analysis Model